Abstract
The role of educational (school) psychologists around the world is often debated, and usually involves the discussion of many key functions. Traditionally, the role has focused on the importance of cognitive assessment; however, increasingly this role is gradually being marginalised in favour of other more generic and systemic activities, such as research. This article will outline the importance of research in the role of educational psychologists, and will consider how this role can be fostered across the profession in order to meet the demands of the educational marketplace, thus ensuring that the profession of educational psychology will survive well into the 21st century. Implications for the organisation of psychological services are also discussed, as well as implications for the training of educational psychologists.
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